Although generative artificial intelligence (AI) is not new, recent technological breakthroughs have transformed its capabilities across many domains. These changes necessitate new attention from educators and specialized training within the atmospheric and related sciences. Enabling students to use generative AI effectively, responsibly, and ethically is crucial for their academic and professional development. Educators can also use generative AI to develop engaging classroom activities, such as active learning modules and games; however, they must be aware of potential pitfalls and biases. There are also ethical implications in using tools that lack transparency and have a considerable carbon footprint, as well as equity concerns for students who lack access to more sophisticated paid versions of generative AI tools and have deficiencies in prior educational training. This article is written for students and educators alike, particularly those interested in learning more about generative AI in education and research, including its use cases, ethical concerns, and a brief history of its emergence. Sample user prompts are also provided across numerous applications in education and the atmospheric and related sciences. Current solutions addressing broader ethical concerns regarding the use of generative AI in education remain limited; however, this work aims to foster a discussion that could galvanize the education community around shared goals and values.

翻译：尽管生成式人工智能并非全新概念，但近期的技术突破已使其在众多领域的能力发生变革。这些变化要求教育工作者给予新的关注，并在大气科学及相关学科领域开展专门培训。使学生能够有效、负责任且合乎道德地使用生成式人工智能，对其学术与职业发展至关重要。教育工作者亦可利用生成式人工智能开发富有吸引力的课堂活动，例如主动学习模块与游戏；然而，他们必须警惕潜在的缺陷与偏见。使用那些缺乏透明度、具有可观碳足迹的工具存在伦理影响，同时对于那些无法接触更先进付费版生成式人工智能工具且先前教育训练不足的学生而言，还存在公平性问题。本文面向学生与教育工作者，特别是那些希望深入了解生成式人工智能在教育与研究中的应用（包括其用例、伦理关切及其发展简史）的读者。文中还提供了涵盖教育领域及大气科学相关学科众多应用场景的示例用户提示。当前针对教育领域使用生成式人工智能所引发的更广泛伦理关切的解决方案仍显有限；然而，本研究旨在推动一场讨论，以期凝聚教育界围绕共同目标与价值理念展开行动。